A content analysis of research published in the Journal of Research in Science Teaching from 1985 through 1989     

Phillip B. Horton  Andrew A. McConney  Amanda L. Woods  Kevin Barry  Homer L. Krout  Barbara K. Doyle 《科学教学研究杂志》1993,30(8):857-869

To determine if actual practice was consistent with commonly recommended research methods and procedures, this study examined 130 studies reported over a 5-year period in three volumes of the Journal of Research in Science Teaching (JRST). The results were consistent with similar previous analyses (Shaver & Norton, 1980a, 1980b; Wallen & Fraenkel, 1988a) and indicate that appropriate generalizations beyond the confines of the reported studies may be impossible for most (64%) of the JRST studies surveyed. The findings also show that replication studies, which could be employed to offset deficiencies in generalizability, were not commonly encountered (3%) in these 130 reports. In addition, the study results indicate that many researchers (48%) do not properly restrict their conclusions based on the limits imposed by the accessible populations and samples used; nor do they typically provide possible alternative explanations for the outcomes obtained (76%). These findings prompt the following recommendations: 1. A greater awareness and use of replication as a check on generalizability should be encouraged by the science education community. 2. Clearly defined populations (target and accessible) and fully described samples warrant increased attention as report components from authors, reviewers, and editorial board members of JRST. 3. In light of the difficulties inherent in effecting random selection in educational settings, a greater emphasis should be placed on recognizing the limits that the underlying assumptions of inferential statistics place on research conclusions. The results of this study indicate that the methodological quality of published science education research should remain a concern for both practitioners and readers.  相似文献   

Differential effectiveness of alternative middle-school science sequences for students of different ethnicities     

Long  Christopher S.  Fraser  Barry J.  Sinclair  Becky 《Learning Environments Research》2020,23(1):87-99

Learning Environments Research - For a sample of 367 middle-school students in the USA, learning environment criteria were used to evaluate two alternative science curriculum sequences...  相似文献   

Maintenance of keypecking in pigeons by a food avoidance but not by a shock avoidance contingency     

Barry Schwartz 《Learning & behavior》1973,1(3):164-166

Response key illuminations were followed by food delivery or shock, and keypecks were programmed to prevent the occurrence of whichever stimulus was scheduled. At high shock intensity, pigeons did not peck: at low shock intensity, pigeons pecked in about half of the trials. When different key colors signaled food and shock trials, pigeons pecked on food trials, thus preventing food delivery, but not on shock trials, thus failing to avoid shock delivery. That pecks occurred despite the fact that they avoided food but did not occur when they avoided shock is taken as evidence that the keypeck is frequently governed by biological predispositions, and not by its consequences.  相似文献   

Assessing the psychosocial environment of science classes in Catholic secondary schools     

Mr Jeffrey P. Dorman  Dr Campbell J. McRobbie  Dr Barry J. Fraser 《Research in Science Education》1993,23(1):61-67

Much Catholic school and church rhetoric suggests that Catholic schools possess distinctive learning environments. Research into this aspect of Catholic schooling has been hampered by the lack of an appropriate assessment instrument. By drawing on contemporary church literature, the perceptions of personnel involved in Catholic education and existing classroom environment questionnaires, a new instrument was developed to assess student perceptions of classroom psychosocial environment in Catholic schools. The use of this instrument in 64 classrooms in Catholic and Government schools indicated significant differences on some scales. The distinctive nature of Catholic schooling did not extend to all classroom environment dimensions deemed important to Catholic education. Specializations: Catholic education, learning environments. Specializations: conceptual change in students, science teacher professional development, scientific reasoning, learning environments. Specializations: learning environments, science education, educational evaluation, curriculum.  相似文献   

Research on Teacher Effectiveness: Implications for Remedial Teachers     

Barry A. Fields 《International Journal of Disability, Development & Education》1987,34(2):117-132

Over the past decade considerable progress has been made in defining and describing teacher behaviours associated with high levels of pupil achievement. Collectively described as teacher effectiveness research, this body of knowledge is now influencing conceptions of effective teaching in special education settings. What is unclear, however, is the extent to which special education teachers are aware of this research, perceive it to be important, and actually use the findings in their day‐to‐day teaching. Nor is it clear what, if any, modifications are needed when findings are applied to instruction with low achieving and mildly handicapped children. The present study addresses the questions of the perceived importance of and the need for adaptations to teacher effectiveness findings as they relate to a sample of Queensland remedial teachers.  相似文献   

Book reviews     

Ray W. Cooksey  Ron Ikin  Barry M. Coldrey 《The Australian Educational Researcher》1989,16(2):99-103

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What does it mean to be an exemplary science teacher?     

Kenneth Tobin  Barry J. Fraser 《科学教学研究杂志》1990,27(1):3-25

In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data-collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.  相似文献   

Selecting evaluation instruments     

Barry J. Fraser 《Research in Science Education》1974,4(1):99-111

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Energy in three New Zealand secondary school junior science classrooms     

Malcom Carr  Valda Kirkwood  Barry Newman  Ralph Birdwhistell 《Research in Science Education》1987,17(1):117-128

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Children's Responses to Contrasting `Realistic' Mathematics Problems: Just how realistic are children ready to be?   总被引：1，自引：0，他引：1  

Barry Cooper  Tony Harries 《Educational Studies in Mathematics》2002,49(1):1-23

In recent years there has been an increasing emphasis within the world of mathematics education on realistic problem solving. At the same time research has shown that children typically remain apparently unwilling or unable to introduce realistic considerations when solving supposedly realistic word problems, though research has also shown that children's behaviour in this domain does vary as a function of the nature of the item, its context and the child's social background. This paper analyses 11–12 year-old English children's responses to two realistic problems. The first is taken from English national tests; the second is a revised version of this item which has been rewritten to encourage a more realistic pattern of responses. Through a comparison of responses to the two items it is suggested that, given suitable realistic problems, many children may be more willing and able to introduce realistic responses in a testing context than earlier research might lead us to expect.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献