Peter Watson: The Great Divide: History and Human Nature in the Old World and the New     

Jon Agar 《Science & Education》2014,23(10):2153-2157

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Matthew Sakiestewa Gilbert. Education beyond the Mesas: Hopi Students at Sherman Institute, 1902–1929. Lincoln: University of Nebraska Press, 2010, 272 pp. Cloth $40.00.     

Jon Reyhner 《History of education quarterly》2012,52(1):159-161

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The Accidental Taxonomist by Heather Hedden     

Jon Jeffryes 《Public Services Quarterly》2016,12(4):300-301

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THE ACCIDENTAL INDEXER. Badgett,Nan     

Jon Jeffryes 《Public Services Quarterly》2016,12(1):47-48

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Use of systemic networks in the development of a questionnaire     

Vasilios Koulaidis  Jon Ogborn 《International Journal of Science Education》2013,35(5):497-509

The paper discusses the use of systemic networks as a basis for the construction of a questionnaire. The subject of the questionnaire was teachers' views of the philosophy of science. It is argued that systemic networks have potential value in questionnaire construction in such problematic areas, offering help in dealing with both construct and face validity.

The networks used, and the questionnaire based on them, were derived from an analysis of various philosophical positions. The analysis identified distinctions depicting the main philosophical differences, which were then represented in a network. The main systems described are inductivism, hypothetico‐deductivism (e.g., Popper, Lakatos), contextualism (e.g., Kuhn) and relativism (e.g., Feyerabend). Major distinctions turn on the issues of the unity of scientific method, criteria of demarcation, patterns of scientific change and the status of scientific knowledge.  相似文献   

On the Effectiveness of Pop-Up English Language Glossary Accommodations for EL Students in Large-Scale Assessments     

Dale Cohen  Ryan Tracy  Jon Cohen 《教育实用测度》2017,30(4):259-272

This study examined the effectiveness and influence on validity of a computer-based pop-up English glossary accommodation for English learners (ELs) in grades 3 and 7. In a randomized controlled trial, we administered pop-up English glossaries with audio to students taking a statewide accountability English language arts (ELA) and mathematics assessments. As is typically found, EL students exhibited lower achievement scores than non-EL students in all portions of the test. The pop-up glossaries provided inconsistent benefit for EL students. There was some evidence that the pop-up English glossaries had a minimal inhibitory effect for 3rd-grade students on both the ELA and mathematics assessment. Furthermore, 7th-grade ELs also showed slightly inhibited performance when using the pop-up glossary on the mathematics assessment. However, 7th-grade EL students had a performance benefit when using the pop-up glossary on the ELA assessment. We discuss how increased cognitive load placed on younger students may play a role in diminishing performance when using pop-up glossaries. We explore potential explanations for the difference outcomes between mathematics and ELA in grade 7.  相似文献   

Relationships among school climate domains and school satisfaction     

Keith J. Zullig  E. Scott Huebner  Jon M. Patton 《Psychology in the schools》2011,48(2):133-145

This study investigated the magnitude of the relationships between eight school climate domains and a measure of global school satisfaction among 2,049 middle and high school students. Tests of moderator effects were conducted to determine if the magnitude of the relationships between the school climate domains and school satisfaction differed as a function of students' gender, grade, age, GPA, or SES. Multiple regression analyses suggested that five school climate domains are significantly related to school satisfaction (p < .01): Academic Support (beta weight = 0.17), Positive Student‐Teacher Relationships (0.12), School Connectedness (0.11), Order and Discipline (0.13), and Academic Satisfaction (0.12). In addition, the importance of the school climate variables to students' school satisfaction appeared invariant across the demographic variables and academic performance levels. The inclusion of school climate and school satisfaction measures may form a foundation for more comprehensive assessments for understanding and monitoring the experiences of students in schools. © 2010 Wiley Periodicals, Inc.  相似文献   

Improving students’ proportional thinking using schema-based instruction     

Asha K. Jitendra  Jon R. Star  Michael Rodriguez  Mary Lindell  Fumio Someki 《Learning and Instruction》2011,21(6):731-745

This study investigated the effectiveness of an instructional program (schema-based instruction, SBI) designed to teach 7th graders how to comprehend and solve proportion problems involving ratios/rates, scale drawings, and percents. The SBI program emphasized the underlying mathematical structure of problems via schematic diagrams, focused on a 4-step procedure to support and monitor problem solving, and addressed the flexible use of alternative solution strategies based on the problem situation. Blocking by teacher at three middle schools, the authors randomly assigned the 21 classrooms to one of two conditions: SBI and control. Classroom teachers provided the instruction. Results of multilevel modeling used to test for treatment effects after accounting for pretests and other characteristics (gender, ethnicity) revealed the direct effects of SBI on mathematical problem solving at posttest. However, the improved problem solving skills were not maintained a month later when SBI was no longer in effect nor did the skills transfer to solving problems in new domain-level content.  相似文献   

An institutional North Star: the role of values in presidential communication and decision-making     

Jon McNaughtan  Sarah Louis  Hugo A. García  Elisabeth D. McNaughtan 《Journal of Higher Education Policy & Management》2019,41(2):153-171

Mission statements have been a staple of higher education institutions for decades, but little is known of how they are used as a tool for institutional decision-making. Using three distinct data sources, this study relies on framing theory to analyse the perceptions of university presidents in the United States on the role of mission statements in deciding when and how to communicate. Further, we compare the espoused values of university mission statements to the statements university presidents made following the 2016 US presidential election. Findings indicate presidents view mission statements as central to their decision to communicate and our analysis reveals some congruence between mission statements and public statements.  相似文献   

Empowering satisfaction: analyzing the relationship between empowerment,work conditions,and job satisfaction for international center managers     

McNaughtan  Jon  García  Hugo A.  Garza  Tiberio  Harwood  Yvonne R. 《Tertiary Education and Management》2019,25(1):83-99

Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing...  相似文献