Positive emotions: passionate scholarship and student transformation     

Colin Beard  Barbara Humberstone  Ben Clayton 《Teaching in Higher Education》2013,18(6):630-643

This paper challenges the practical and conceptual understanding of the role of emotions in higher education from the twin perspectives of transition and transformation. Focusing on the neglected area of positive emotions, exploratory data reveal a rich, low-level milieu of undergraduate emotional awareness in students chiefly attributed to pedagogic actions, primarily extrinsically orientated, and pervasive throughout the learning experience. The data conceive positive affect as oppositional, principally ephemeral and linked to performative pedagogic endeavours of getting, knowing and doing. A cyclical social dynamic of reciprocity, generating positive feedback loops, is highlighted. Finally we inductively construct a tentative ‘emotion-transition framework’ to assist our understanding of positive emotion as a force for transformational change; our contention is that higher education might proactively craft pedagogic spaces so as to unite the feeling discourse, the thinking discourse (epistemological self) and the wider life-self (ontological) discourse.  相似文献   

Urban teachers’ perceptions of inclusion of migrant children in the Chinese educational institution: a comparative study     

Ting Liu  Kathryn Holmes  James Albright 《International Journal of Inclusive Education》2013,17(9):994-1008

Recently China has been undergoing an unprecedented urbanisation process which has resulted in millions of rural families living in urban areas. As part of a study of Chinese migrant children's educational experiences, surveys and interviews were conducted with primary school teachers in a metropolitan city in East China. The objectives of this study were to describe teachers’ perceptions of migrant children's education in both migrant schools and in public schools, and to investigate differences in their beliefs between school types. Results found that urban teachers’ perceptions of educational inclusion of migrant students were slightly negative in general. However, teachers in public schools showed significantly more positive attitudes to inclusion of migrant students than migrant school teachers. In the light of these findings, the paper concludes with implications for practice and policy for education of migrant children in China.  相似文献   

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program     

Stephanie Holmes  Adrienne Redmond  Julie Thomas  Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

Translanguaging: origins and development from school to street and beyond     

Gwyn Lewis  Bryn Jones  Colin Baker 《Educational Research and Evaluation》2013,19(7):641-654

The article traces the Welsh origins of “translanguaging” from the 1980s to the recent global use, analysing the development and extension of the term. It suggests that the growing popularity of the term relates to a change in the way bilingualism and multilingualism have ideologically developed not only among academics but also amid changing politics and public understandings about bilingualism. The original pedagogic advantages of a planned use of translanguaging in pedagogy and dual literacy are joined by an extended conceptualisation that perceives translanguaging as a spontaneous, everyday way of making meaning, shaping experiences, and communication by bilinguals. A new conceptualisation of translanguaging is in brain activity where learning is through 2 languages. A tripartite distinction is suggested between classroom translanguaging, universal translanguaging, and neurolinguistic translanguaging. The article concludes with a summary of recent research into translanguaging with suggestions for future research.  相似文献   

Implementing multifunctionality on the farm: a case presentation     

Colin Newsham 《The Journal of Agricultural Education and Extension》2013,19(2):107-112

Abstract

The relationship between technology adoption and farmers’ socio-economic characteristics can never be over emphasized. This study tests the determinants of technology adoption by women farmers. The result from the Logit analysis of data from Unguwan-Madaki showed that the socio-economic characteristics of women farmers significantly affect their technology adoption decisions.  相似文献   

Science Teacher Efficacy and Extrinsic Factors Toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning     

Leonard A. Annetta  Wendy M. Frazier  Elizabeth Folta  Shawn Holmes  Richard Lamb  Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61

Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices.  相似文献   

Confirming the Factor Structure of the Cognitive Test Anxiety Scale: Comparing the Utility of Three Solutions     

Jerrell C. Cassady  W. Holmes Finch 《Educational Assessment》2013,18(3):229-242

This study validated the factor structure of a popular assessment of learner's cognitive test anxiety. Following recent findings in a study with Argentinean students' use of the Spanish version of the Cognitive Test Anxiety Scale (CTAS), this study tested the factor structure using data from 742 students who completed the original English version in the United States. Comparison of three confirmatory factor analyses confirmed the prior finding that reverse-coded items included in the original CTAS produced a second factor that did not add to the model fit for the CTAS. In addition, the results identified that a reduced length (17-item) version of the CTAS that removed all reverse-coded items was preferable to the two-factor solution for the full scale. Implications for assessment of test anxiety as well as the use of reverse-coded items in self-report survey research are discussed.  相似文献   

Estimation of MIMIC Model Parameters with Multilevel Data     

W. Holmes Finch  Brian F. French 《Structural equation modeling》2013,20(2):229-252

The purpose of this simulation study was to assess the performance of latent variable models that take into account the complex sampling mechanism that often underlies data used in educational, psychological, and other social science research. Analyses were conducted using the multiple indicator multiple cause (MIMIC) model, which is a flexible and effective tool for relating observed and latent variables. The data were simulated in a hierarchical framework (e.g., individuals nested in schools) so that a multilevel modeling approach would be appropriate. Analyses were conducted accounting for and not accounting for the nested data to determine the impact of ignoring such multilevel data structures in full structural equation models. Results highlight the differences in modeling results when the analytic strategy is congruent with the data structure and what occurs when this congruency is absent. Type I error rates and power for the standard and multilevel methods were similar for within-cluster variables and for the multilevel model with between-cluster variables. However, Type I error rates were inflated for the standard approach when modeling between-cluster variables.  相似文献   

Modeling Nonlinear Structural Equation Models: A Comparison of the Two-Stage Generalized Additive Models and the Finite Mixture Structural Equation Model     

W. Holmes Finch 《Structural equation modeling》2013,20(1):60-75

Researchers have devoted some time and effort to developing methods for fitting nonlinear relationships among latent variables. In particular, most of these have focused on correctly modeling interactions between 2 exogenous latent variables, and quadratic relationships between exogenous and endogenous variables. All of these approaches require prespecification of the nonlinearity by the researcher, and are limited to fairly simple nonlinear relationships. Other work has been done using mixture structural equation models (SEMM) in an attempt to fit more complex nonlinear relationships. This study expands on this earlier work by introducing the 2-stage generalized additive model (2SGAM) approach for fitting regression splines in the context of structural equation models. The model is first described and then investigated through the use of simulated data, in which it was compared with the SEMM approach. Results demonstrate that the 2SGAM is an effective tool for fitting a variety of nonlinear relationships between latent variables, and can be easily and accurately extended to models including multiple latent variables. Implications of these results are discussed.  相似文献   

The relationship between behavioural integrity,competence, goodwill,trustworthiness, and motivating language of a principal     

William T. Holmes  Michele A. Parker 《School Leadership & Management》2018,38(4):435-456

Utilising the oral language of a principal leading an inner-city at-risk elementary school in a large urban school district in the southwestern USA, the researchers tested behavioural integrity and the dimensions of source credibility (competence, goodwill, and trustworthiness) as antecedents to Motivating Language Theory and the ML Model. Teacher perception data at the Title I elementary school was used for this quantitative study. Over 95% of the teachers responded to a survey each year for a three-year period. Each year, there were statistically significant correlations between each of the antecedents and motivating language. The antecedents accounted for 66–75% of the total variance for motivating language depending on the year based on regression analysis. The results of this study extend the field of Motivating Language Theory and the ML Model, and further explain how the work of principals is accomplished.  相似文献