Student teachers’ mathematics attitudes,authentic investigations and use of metacognitive tools     

Karoline Afamasaga-Fuata’i  Lumaava Sooaemalelagi 《Journal of Mathematics Teacher Education》2014,17(4):331-368

Based on findings from a semester-long study, this article examines the development of Samoan prospective teachers’ mathematical understandings and mathematics attitudes when investigating authentic contexts and applying working mathematically processes, mental computations and problem-solving strategies to find solutions of problems. The prospective teachers had enrolled for the second time (having failed their first attempt), in the first-year mathematics methods course of a 2-year Diploma of Education (Primary) programme. The group also included those enrolled in the Diploma of Education (Early Childhood and Special Needs) programmes, who recognizing their own limited understanding of mathematics would ordinarily shy away from opportunities for improvement. Given the negative mathematical and learning experiences, this group was ideal to engage in innovative and creative approaches that would make mathematics learning more meaningful and contextual in a Samoan environment. Only data from the attitudinal questionnaires and interviews are presented in this article. Main findings have implications for teaching and learning mathematics.  相似文献   

MODELING RELATIONSHIPS AMONG LEARNING,ATTITUDE, SELF-PERCEPTION,AND SCIENCE ACHIEVEMENT FOR GRADE 8 SAUDI STUDENTS     

M’HAMED TIGHEZZA 《International Journal of Science and Mathematics Education》2014,12(4):721-740

The purpose of the present study was to examine the validity of modeling science achievement in terms of 3 social psychological variables (school connectedness, science attitude, and active learning) and 2 self-perception variables (self-confidence and science value). Two models were tested: full mediation and partial mediation. In the full-mediation model, effects of the 3 social psychological variables upon science achievement were hypothesized to be completely mediated through science value and self-confidence. In the partial-mediation model, however, those 3 variables were hypothesized to affect achievement directly as well as indirectly through the mediating roles of science value and self-confidence. Data were obtained from Grade 8 Saudi students (N = 4,099) who participated in TIMSS 2007. The relationships among constructs were examined with the use of structural equation modeling software Mplus7. Results indicated that both models performed adequately in terms of fit indices, but the partial-mediation model was retained due to its superiority over the full-mediation model in representing the sample covariance matrix as tested through chi-square difference test. The mediating role of self-confidence in the relationships of science attitude and active learning to achievement was substantiated, but the mediating role of science value was not supported.  相似文献   

Response     

Edward T. O’Neill 《Cataloging & classification quarterly》2014,52(3)

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The Roles of Engagement at The Ohio State University Libraries: Thoughts from an Early Adopter     

José O. Díaz 《The Reference Librarian》2014,55(3):224-233

Changes in information and technology continue to test how librarians interact with and support patrons. Now, engaged librarians have the opportunity to immerse themselves in their user’s workflows and become partners in the research enterprise. Engagement represents a model of librarianship in which librarians are challenged to move from the traditional collection-centered model to an engaged-focused one. It requires new roles and tasks, as well as a deeper understanding of the academic setting. This article discusses working in a large research institution and articulates the engagement model.  相似文献   

Integration of Electronic Communication in Higher Education: Contributions of Faculty Computer Self-Efficacy     

Leah Keino Kagima  Cheryl O. Hausafus   《The Internet and Higher Education》2000,2(4):221

How confident are college faculty to integrate technology in their teaching? This study examined relationships between faculty computer self-efficacy and integration of electronic communication when teaching. Faculty at a Research I land-grant university were mailed a self-report questionnaire yielding a 59 percent response rate. Over half used electronic communication in their courses, mostly for course-related announcements and deadlines, but least for synchronous communication. Computer self-efficacy scores differed on age, gender, college, integration, and computer experience. Low integrators and female faculty reported lower confidence in using computers. As universities offer courses with significant Web-presence, faculty development efforts need to increase self-efficacy by providing hands-on experiences in technologically supported environments.  相似文献   

Editorial Introduction     

MARK BRAY  W. O. LEE 《比较教育学》1997,33(2):149-156

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Researchers find new coal tar products: National Petroleum News, Vol. XXVIII,No. 42.)     

R.H.O. 《Journal of The Franklin Institute》1936

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African Leadership: National Goals and the Values of Botswana University Students     

Richard O. Ulin 《比较教育学》1976,12(2):145-155

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A developmental analysis of certain Piagetian concepts among some Nigerian children     

O. J. Ehindero 《科学教学研究杂志》1982,19(1):45-52

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International perceptions across the sea: Patterns in Japanese young adults     

Kaoru Yamamoto  O.L. Davis  Gail McEachron-Hirsch 《Int J Intercult Relat》1983,7(1):69-78

The international perceptions of Japanese young adults were explored in 172 professional education students in two Tokyo colleges. They classified 30 nations according to their “current” and “future” affinity to Japan. Little difference was detected in the Q-sorts between institutions arid sexes, while the “current” and “future” sorts correlated .96 with each other. In cluster analyses, many two-nation units (e.g., Czechoslovakia-Yugoslavia) were found to be the building blocks for the overall pattern. The total configuration consisted of three broad groups: mostly Western European nations, problematical nations (China, Russia, Israel, Egypt, etc.), and remote and neutral nations. Structurally, the results were similar to those for American young adults, but the contents were different. The notion of cultural metastereotypes thus received tentative support.  相似文献