Exploring the effectiveness of engagement in a broad range of disciplinary practices on learning of Turkish high-school chemistry students     

Pinar Seda Cetin  Guluzar Eymur  Sherry A. Southerland  Joi Walker  Kirby Whittington 《International Journal of Science Education》2018,40(5):473-497

This study examines the influence of laboratory instruction that engages students in a wide range of the practices of science on Turkish high-school students’ chemistry learning. In this mixed methods study, student learning in two different laboratory settings was compared, one that featured an instruction that engaged students in a wide range of disciplinary practices (through Argument-driven Inquiry – ADI) and similar laboratories in which a more traditional Structured Inquiry (SI) approach was employed. The data sources included a Chemistry Concept test, an Argumentative Writing Assessment, and Semi-structured interviews. After seven weeks of chemistry instruction, students experiencing ADI instruction scored higher on the Chemistry Concept test and the Argumentative Writing Assessment than students experiencing SI instruction. Furthermore, girls who experienced ADI instruction scored higher on the assessments than their majority peers in the same class. The results suggest that Turkish students can substantially improve their chemistry proficiency if they have an opportunity to engage in instruction featuring a broad array of the practices of science.  相似文献   

Plants as producers: A case study of elementary science teaching     

Edward L. Smith  Charles W. Anderson 《科学教学研究杂志》1984,21(7):685-698

This case study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. This case study focuses on one of the nine teachers observed teaching an activity-based unit on plant growth and photosynthesis. Although the teacher became aware that her students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors that contributed to this disappointing result. The teacher and the curriculum developers held different views about learning and the nature of science, and several problems surfaced about the content and organization of the teacher's guide.  相似文献   

Development and validation of the conceptions of scientific theories test     

Joseph C. Cotham  Edward L. Smith 《科学教学研究杂志》1981,18(5):387-396

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Book reviews     

Sheila Slaughter  Edward T. Silva  Leslie Smith  Lionel S. Lewis  William J. Stratton  Philip G. Altbach  Terry R. Neal 《Higher Education》1987,16(1):103-122

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The relationship between infant day care and socio-emotional development with French children aged 3–4 years     

Geneviève Balleyguier  Edward C. Melhuish 《European Journal of Psychology of Education - EJPE》1996,11(2):193-199

Early day care has been implicated as a risk factor for socio-emotional development. Research findings are not clear. Day care is extensively used in France from infancy onwards and the diverse range of care provides an opportunity for research addressing this issue. 125 children who had diverse day care experience in the first 3 years of life were studied at 3–4 years of age when they were at nursery school. Maternal interviews provided data on day care histories, and family characteristics. Maternal and teacher questionnaires provided data on child temperament and social behaviour. An observation of children’s behaviour during stranger approach/mother separation/reunion sequence provided data on attachment-related behaviours. The child’s socio-emotional development was considered as a function of sex, day care characteristics and family characteristics.  相似文献   

Management development in Australian colleges and universities     

Edward P. St. John  Robert McCaig 《Higher Education》1984,13(6):619-634

Management development is a relatively recent concern in Australian higher education. Historically, management of colleges was deemphasized; instead, a gentlemen's approach to academic governance has predominated. Recently, as a result of an emerging administrative crisis, colleges and universities have started experimenting with new approaches to management. This article explores the applicability of a general management development model to the Australian context. The model, which identifies a dynamic relationship between the structural characteristics of an institution and its management needs, was developed from research on American colleges and universities. Based on the analysis of three case studies the model appears applicable to the Australian setting, especially for large and complex institutions which confront simultaneous pressures to develop the planning and management capability in basic units, and to increase coordination and planning at the institutional level.  相似文献   

First Contact in Verb Acquisition: Defining a Role for Syntax     

Letitia G. Naigles  Edward T. Kako 《Child development》1993,64(6):1665-1687

The goal of this research was to address 2 questions regarding children's use of syntactic information in acquiring verbs: First, what are children's biases for actions in the absence of syntactic information; and second, how specific is the meaning derived for verbs when syntactic information is present? In 3 experiments we presented nonsense verbs either in syntactic isolation (e.g., "Look! Sebbing!") or embedded within a transitive syntactic frame (e.g., "The frog is sebbing the duck"). These actions were then separated, and the children (mean age = 2 years, 3 months) were asked to select the action which was the referent of the verb. In Experiment 1, Causative actions (in which 1 character forces another to move in some way) were paired with Synchronous actions (in which both characters move simultaneously). In Experiment 2, the same Synchronous actions were now paired with Contact actions (in which 1 character merely touches the other). In Experiment 3, the Contact actions were paired with Causative ones. 2 results emerged: (1) Children have identifiable action biases in the absence of syntactic information and (2) these biases can be shifted by the addition of a transitive syntactic frame. We conclude that the meaning derived from the transitive frame is not specifically Causative or Contact but, more generally, a sense that 1 character is affecting another.  相似文献   

An Empirical Assessment of Interdisciplinarity: Perspectives from Graduate Students and Program Administrators     

Vivek?ShandasEmail author  Stephan?Edward?Brown 《Innovative Higher Education》2016,41(5):411-423

Interdisciplinarity is heralded as a relatively new educational and research paradigm that can effectively address complex problems at disciplinary boundaries. Yet little is known about the extent to which interdisciplinarity has penetrated higher education, nor about how students and program administrators view its usefulness. Through a case study of one field, urban planning, we assessed the extent to which graduate students and program administrators understand and support interdisciplinarity in the departments. We also assessed the extent to which specific factors might affect levels of support. Our survey results suggest differing attitudes between students and administrators and diverse opinions as to whether interdisciplinarity provides a practicable approach to addressing societal challenges. We offer a model for fostering interdisciplinarity and developing empirical evaluations of programs.  相似文献   

Assessing tuition and student aid strategies: Using price-response measures to simulate pricing alternatives     

Edward P. St. John 《Research in higher education》1994,35(3):301-334

This paper uses price-response measures derived from recent national studies to assess institutional pricing (tuition and student aid) alternatives in diverse institutional settings. It concludes that such analyses are viable, especially if an understanding of institutional contexts is used to frame and interpret simulation results. The analyses indicate there are limits to the viability of the “Robin Hood” pricing approach that has predominated in private colleges during the past decade. New alternatives, such as simultaneous tuition and grant reductions or the creation of forgivable loans, merit consideration in some settings.  相似文献   

Standard Setting as a Participatory Process: Implications for Validation of Standards-Based Accountability Programs   总被引：1，自引：0，他引：1  

Edward H. Haertel 《Educational Measurement》2002,21(1):16-22

In standards-based accountability programs, test scores are interpreted with reference to cut scores that establish categories like "proficient" or "below basic." The meaning of these cut scores is set forth in their associated "performance standards." Validity arguments for such interpretations require both a criterion-referenced score scale and a legitimate exercise of authority by those who set the standards. Stakeholder participation in a rational and coherent deliberative process is necessary to assure that these conditions are satisfied. This article sets forth a framework for the required validity argument and suggests possible ways to enable such participation. A new standard-setting method, the "briefing book" method, is suggested for possible study.  相似文献