Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments     

Barry J. Fraser  Geoffrey J. Giddings  Campbell J. McRobbie 《科学教学研究杂志》1995,32(4):399-422

The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.  相似文献   

Artificial Intelligence and Natural Language Comprehension     

Geoffrey Underwood  Jean D. M. Underwood 《Literacy》1989,23(1):39-46

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The influence of pictures on the derivation of meaning from children's reading materials     

Ralph Coldstein  Geoffrey Underwood 《Journal of Research in Reading》1981,4(1):6-16

This discussion is a review of experimental work designed to determine whether pictures have an effect upon the derivation of meaning from the text printed in children's reading materials. Many reading schemes emphasize the use of illustration, but for a number of different purposes ranging from the provision of a referent for a specific word, to the provision of' contextual support, and the generation of motivation for reading. Experimental studies of the interactions between pictures arid words in the cognitive system go some way to supporting three uses of illustration in (a) the provision of meanings against which the print may be compared, (b) in the development of an organized understanding of the meaning of the text, and (c) in the enhancement of subsequent recall. The danger of distraction arising from the pictures has also been investigated, and been found to lead to decoding errors in young children presented with one word at a time. An analysis of mutual interference effects between pairs of pictures and words leads to the conclusion that the cognitive representations of meanings arc organized in a semantic system common to pictures and words. Thus, any decoding errors due to interference effects are of more than local importance—they can affect comprehension and influence the stored representation.  相似文献   

A Panic about School Choice     

Steven Carroll  Geoffrey Walford 《Educational studies》1996,22(3):393-407

It is now widely recognised that Britain's comprehensive system was never truly comprehensive. Families with sufficient financial capital were always able to ensure the entry of their children to particularly prestigious ‘comprehensive’ schools by purchasing a home within the appropriate catchment areas. According to government rhetoric, recent legislation established a market of schools, removed catchment areas and gave parents greater choice of school. This case‐study examines the workings of the local quasi‐market of schools within a prosperous town (Sutton Coldfield, England) which is part of the larger metropolitan area of the West Midlands. Because of a change in the age of entry to secondary education, Sutton Coldfield was first plunged into the market in 1992. This case‐study shows that the new situation initially caused confusion and anger. Some Sutton Coldfield residents were denied places for their children within the town and were instead offered places for their children in Birmingham working‐class estate schools. The article describes the formation and activities of a local pressure group which opposed these changes, and reports the results of a small‐scale study of a sample of parents’ choice‐making processes in 1993. It is shown that access to financial and cultural capital had become more, rather than less, important in the process of allocating children to secondary schools.  相似文献   

A spinozist synthesis of the liberal arts     

Geoffrey Fidler 《Academic Questions》2002,16(1):81-86

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Exploring sex differences in science enrolment intentions: An application of the General Model of Academic Choice     

Geoffrey Barnes  Dennis M McInerney  Herbert W Marsh 《The Australian Educational Researcher》2005,32(2):1-23

In many countries there remain substantial sex differences in enrolments in elective science courses, despite concerted efforts in recent years to alleviate them. This paper explores the reasons for these differences by comparing models of male and female enrolment intentions in elective courses in biology, chemistry and physics. The models are based on responses from approximately 450 students from 5 Australian high schools. First, a theoretical model, the Science Enrolment Model, was derived from Eccles and colleagues’ General Model of Academic Choice. Students’ responses were then used to develop empirical models of enrolment intentions in the three elective courses. Analyses for the models were conducted using the LISREL “mean structures” extension. Sex differences in the dependent variables in the models were then attributed to the relevant sets of independent variables. Substantial sex differences were identified in measures of perceived career value, interest and performance expectations in all three models which explained between 70% and 82% of the sex differences in enrolment intentions.  相似文献   

THE EFFECTIVENESS OF COLOUR IN LEARNING FROM EDUCATIONAL TELEVISION     

Geoffrey Roberts 《Learning, Media and Technology》1978,4(1):21-23

The author reviews recent research comparing both the relative learning gains and relative attitudes of students using colour or monochrome television material. It is concluded that all users of educational television should resist the temptation to spend large sums on colour television equipment merely because colour is now widely preferred by society at large.  相似文献   

An Innovative Higher Education Course to Meet Industry's Needs     

Geoffrey W. Beeson  David M. Stokes  Helen C. Symmonds 《高等教育研究与发展》1992,11(1):21-38

This paper describes the development and implementation of a multilevel undergraduate degree course in technology management designed to meet identified needs of manufacturing industry. The program has a number of innovative features, including flexible entry and exit points and three levels of award, and is delivered in the workplace with the aid of a computer managed learning system and self paced learning materials supported by electronic mail and workplace tutorials. A feature crucial to its success is extensive collaboration with industry, a partnership with a technical and further education college, and cooperation between applied science and business faculties. An evaluative account of the implementation of the program in two motor vehicle manufacturing plants during 1990, and a discussion of the implications of the findings of the evaluation are also included.  相似文献   

Postgraduate Education and the Student's Contribution to Research     

Geoffrey Walford 《British Journal of Sociology of Education》1983,4(3):241-254

The Swinnerton‐Dyer Report of the Working Party on Postgraduate Education bases its recommendations on meeting the manpower needs of society. It largely omits from consideration the contribution to research and knowledge that postgraduates may make while working towards research degrees.

This article uses interview and observational data from a study of postgraduate research students in physics to attempt to predict the possible effects on university research of any reductions in the number of postgraduate students. It is argued that manpower needs is only one of a number of criteria which need to be used in any consideration of future postgraduate numbers.  相似文献   

Reviews     

Hugh Clapin  Katherine Neal  John Wennerbom  Barbara Nunn  Deborah Dysart  Andy Pickering  Lisa Featherstone  Hiram Caton  Dale Jacquette  Laura Ruetsche  William A. Turner  Cornelia Lüdecke  Birgit Lohmann  James Ladyman  Jonathan Coopersmith  David Oldroyd  Dennis Dean  Michael Ruse  Nicolas Rasmussen  William N. Kaghan  Martin Bridgstock  Geoffrey Cocks  Stephanie H. Kenen  Ivan Crozier  Sokhieng Au  Desmond Barrett  Mark Cortiula  Ian D. Lawrie 《Metascience》2001,10(1):50-149

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