Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform‐based mathematics and science teacher preparation program     

J. Randy McGinnis  Steve Kramer  Gilli Shama  Anna O. Graeber  Carolyn A. Parker  Ted Watanabe 《科学教学研究杂志》2002,39(8):713-737

This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002  相似文献   

The Influence of Education and Family Background on Women's Earnings in Midlife: evidence from a British national birth cohort study     

Diana Kuh  Jenny Head  Rebecca Hardy  Michael Wadsworth 《British Journal of Sociology of Education》1997,18(3):385-405

Studies which have investigated the influence of education on adult earnings are almost exclusively concerned with men and take little account of family influences on either education or later earnings. Those studies which have information on women's earnings focus on gender differentials rather than differences between women in opportunities and outcomes. This paper which examines the influence of education and family background on the midlife earnings of a national cohort of British women born immediately after the Second World War is an attempt to redress this situation. It shows that the few women who were able to take full advantage of the expansion in educational opportunities and achieve high educational qualifications earned significantly more in adult life than less educated females. Family background played an important role, both through its effect on early educational achievement and attitude to school work, which in turn influenced the type of secondary school attended and the achievement of educational qualifications, and also by well‐educated mothers raising their daughter's career expectations or providing successful role models. In adult life, employment characteristics which indicated a long‐term commitment to full‐time work and the decision not to have children, or to delay childbearing, were also important predictors of later economic success in this cohort, but did not explain the prior effects of education and family background. Advanced educational qualifications were the key to economic success for women bom in the early post‐war period.  相似文献   

Longitudinal twin study of early reading development in three countries: Preliminary results     

Brian Byrne  Cara Delaland  Ruth Fielding-Barnsley  Peter Quain  Stefan Samuelsson  Torleiv Høien  Robin Corley  John C. DeFries  Sally Wadsworth  Erik Willcutt  Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73

We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson, PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade, and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment on individual differences at and across different stages of development. Family and twin-specific environmental information is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects. A print knowledge composite showed both genetic and shared environment influence.  相似文献   

Behavioural Approaches to Improving Written Expression     

Mariette Hopman  Ted Glynn 《教育心理学》1988,8(1-2):81-100

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Strike-induced chemical preferences in prairie rattlesnakes (Crotalus viridis)     

Ted Melcer  David Chiszar 《Learning & behavior》1989,17(3):368-372

Prairie rattlesnakes (Crotalus viridis) received exposure to a mouse carcass misted with diluted perfume during predatory strikes, just before or after striking, or in the absence of a strike. They then received a choice between a pair of nonenvenomated carcasses, one misted with the perfume and the other misted with a novel solution. Snakes that struck a perfume-misted carcass preferred the nonenvenomated carcass with chemical cues matching those on the carcass they had struck. However, exposure to chemical cues without striking produced no such preference even when the concentration of perfume solution was 100 times that used in the strike condition. Moreover, exposure to chemical cues just before or after the striking of an unscented carcass produced no subsequent preference for a carcass with matching cues. These results indicate the importance of the predatory strike rather than simple familiarization in the formation of chemical preferences in rattlesnakes.  相似文献   

Gender,student perceptions,institutional commitments and academic dishonesty: who reports in academic dishonesty cases?   总被引：1，自引：0，他引：1  

Christopher A. Simon  Jim R. Carr  Sesi M. Mccullough  Sally J. Morgan  Ted Oleson  Maggie Ressel 《Assessment & Evaluation in Higher Education》2004,29(1):75-90

The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme.  相似文献   

Governance of Higher Education in Britain: The Significance of the Research Assessment Exercises for the Funding Council Model   总被引：3，自引：0，他引：3  

Ted Tapper  Brian Salter 《Higher Education Quarterly》2004,58(1):4-30

This article uses the political struggles that have enveloped the research assessment exercises (RAEs) to interpret the UK's current funding council model of governance. Ironically, the apparently widespread improvement in the research performance of British universities, as demonstrated by RAE 2001, has made it more difficult to distribute research income selectively, which was supposedly the central objective of the whole evaluative process. Whilst enhanced research ratings may be seen as a cause for celebration in the universities, the failure to anticipate this outcome and, more significantly, to plan for its financial implications is seen in political circles as a failure of higher education management. The article explores the alternative models of governance that are likely to emerge as a consequence of this crisis and, in particular, whether the funding councils can have much freedom of action, given the tighter political control of policy goals and their critical dependence upon the academic profession for the conduct of the evaluative process.  相似文献   

Diagnosing the Poor Performance of Self‐worth Protective Students: A product of future outcome uncertainty,evaluative threat,or both?     

Ted Thompson  Cathryn Parker 《教育心理学》2007,27(1):111-134

Self‐worth protective students characteristically perform well on some occasions yet on other occasions they perform poorly. In this study, two accounts of the poor performance of self‐worth protective students are assessed. The first is that their poor performance is an outcome of evaluative threat. The second is that their poor performance is an outcome of future outcome uncertainty: a product of their uncertain global self‐esteem and uncertainty about the causes of achievement outcomes. Students high or low in self‐worth protection were exposed to either noncontingent success (creating future outcome uncertainty), noncontingent failure (evoking evaluative threat), or contingent success. Their ability to solve two tasks that involved a high degree of uncertainty was then assessed. Students high in self‐worth protection performed poorly following both noncontingent failure and noncontingent success, supporting the roles of both evaluative threat and future outcome uncertainty. The implications in terms of enhancing the achievement of students high in self‐worth protection are discussed.  相似文献   

Thema and FRBR's Third Group     

Ted Gemberling 《Cataloging & classification quarterly》2013,51(5):445-449

The treatment of subjects by Functional Requirements for Bibliographic Records (FRBR) has attracted less attention than some of its other aspects, but there seems to be a general consensus that it needs work. While some have proposed elaborating its subject categories—concepts, objects, events, and places—to increase their semantic complexity, a working group of the International Federation of Library Associations and Institutions (IFLA) has recently made a promising proposal that essentially bypasses those categories in favor of one entity, thema. This article gives an overview of the proposal and discusses its relevance to another difficult problem, ambiguities in the establishment of headings for buildings.  相似文献   

The Web@20: thoughts about utopias,technology, and collaborative science     

Ted FREEMAN 《Learned Publishing》2010,23(2):163-165

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