Undergraduates' attitudes and beliefs about subject matter and pedagogy measured periodically in a reform‐based mathematics and science teacher preparation program     

J. Randy McGinnis  Steve Kramer  Gilli Shama  Anna O. Graeber  Carolyn A. Parker  Ted Watanabe 《科学教学研究杂志》2002,39(8):713-737

This study describes the design and use of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about mathematics and science and the teaching of those subjects. The instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, was developed for the Maryland Collaborative for Teacher Preparation (MCTP), a statewide, standards‐based project in the National Science Foundation's Collaborative in Excellence in Teaching Preparation (CETP) Program. We report on two applications of the instrument: (a) a contrast between MCTP teacher candidates' and non‐MCTP teacher candidates' attitudes and beliefs about mathematics and science as they initially encountered reform‐based instruction in their undergraduate courses, and (b) a landscaping of how the MCTP teacher candidates' attitudes toward and beliefs about mathematics and science evolved over a 2.5‐year period. In support of current reform in science and mathematics teacher education, we determined that over an extended period the MCTP teacher candidates' attitudes and beliefs moved substantively and significantly in the direction intended. However, we also found that the non‐MCTP teacher candidates in the same reform‐based courses did not mirror this improvement in their attitudes and beliefs about mathematics and science or the teaching of those subjects. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 713–737, 2002  相似文献   

A classroom observational study of Qatar's independent schools: Instruction and school reform     

Douglas J. Palmer  Hissa M. Sadiq  Patricia Lynch  Dawn Parker  Radhika Viruru  Stephanie Knight 《The Journal of educational research》2016,109(4):413-423

Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.  相似文献   

Emotional and behavioural difficulties and mental (ill)health     

Tamsin Ford  Claire Parker 《Emotional and Behavioural Difficulties》2016,21(1):1-7

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Keeping the Peace and Controlling Crime: What School Resource Officers want School Personnel to Know     

Lynn M. Barnes 《Clearing house (Menasha, Wis.)》2016,89(6):197-201

School Resource Officer (SRO) programs have gained widespread popularity across the nation in response to concerns regarding safe schools. While much of the research concerning the program examines students' and school administrators' perceptions regarding the program, current research lacks an examination of the officer's assessment of the daily operations and inner workings of the program. Those perceptions of the program are useful in any evaluations of crime and safety in the schools and surrounding community. This examination of the social process of the police-school partnership is important in illuminating the approaches and methods that impact the SRO program's operation and ultimate success.  相似文献   

The evolutionary design of a Knowledge Network to support knowledge management and sharing for lifelong learning     

Patrick McAndrew  Doug Clow  Josie Taylor  James Aczel 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):739-746

Knowledge Management (KM) and knowledge sharing are important factors that support lifelong learning, and enable people to continue developing throughout their careers. The concept of a Community of Practice ( Wenger, 2000 ) is attractive in drawing together people whose work shares similar aspects, and consideration is given here to how technology can be used to develop and support such a community. In this paper, concepts from the Community of Practice literature are used to consider the development of a software environment for people working as a community in the area of lifelong learning. The intention was to design the system in an evolutionary way, using a minimal set of essential elements which would be elaborated according to user feedback. Three key design questions are considered: Who can contribute resources to such a system? What happens to existing practices? How is the community engaged? We conclude that, in lifelong learning, knowledge management supported by a software environment offers a good way to bring together communities, resources and experience, but to achieve these benefits, great care needs to be exerted in introducing the system and maintaining existing work practices.  相似文献   

Analysing novices analysing Prolog: what stories do novices tell themselves about Prolog?     

Josie Taylor 《Instructional Science》1990,19(4-5):283-309

Informal observations of Prolog learners showed that, despite being presented with correct information and models, students still tended to construct their own idiosyncratic explanations of events, and, characteristically, they defended these ‘stories’ fiercely when tutorial intervention was attempted. Although the stories were often so flawed that the student's future progress was potentially hampered, it was nevertheless true that learning could not have proceeded at all without them. It seems that if we are to understand the novice Prolog programmer, we need to know about these stories, their source, and what, if anything, they have in common from one learner to another. Pain and Bundy (1987) posed the question “What stories should we tell novice Prolog programmers?” in order to teach them Prolog. In our research, we ask: “What stories do novices Prolog programmers tell themselves?” in order to learn Prolog. Observational studies undertaken showed that students used tacit knowledge of human discourse processes both to interpret the language used to communicate with the computer and to interpret the behaviour of the machine. Students did not appreciate the fundamental differences between natural discourse (as takes place amongst humans) and formal discourse (as takes place between humans and machines), and confused elements of the discourse levels. This can be an effective initial learning strategy, but unless its limitations are recognised, programs are inevitably incomplete at some level. Examples from these studies are reported here with illustrative protocol fragments.  相似文献   

Accounting for Ourselves: the problematic of representing action research     

Pamela Lomax  Zoe Parker 《Cambridge Journal of Education》1995,25(3):301-314

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Student attitudes toward cadaveric dissection at a UK medical school     

Quince TA  Barclay SI  Spear M  Parker RA  Wood DF 《Anatomical sciences education》2011,4(4):200-207

A more humanistic approach toward dissection has emerged. However, student attitudes toward this approach are unknown and the influences on such attitudes are little understood. One hundred and fifty-six first-year medical students participated in a study examining firstly, attitudes toward the process of dissection and the personhood of the cadaver and secondly, the extent to which gender, anxiety, exposure to dissection, bereavement and prior experience of a dead body influenced these attitudes. Attitudes toward dissection were assessed by of levels of agreement toward eleven statements and by selection of adjectives describing possible feelings toward dissection. Students were asked about recent bereavement, whether they had seen a dead body prior to starting their course and exposure to dissection when completing the questionnaire. Validated instruments were used to measure disposition toward generalized anxiety (Hospital Anxiety and Depression Scale) and toward death anxiety (Collett-Lester Death Anxiety Scale). Between 60% and 94% of students held positive attitudes toward the process of dissection and over 70% of students selected 2 or fewer negative adjectives. Students' attitudes toward the personhood of the cadaver were more disparate. Disposition toward anxiety (particularly death anxiety), and exposure to dissection, influenced attitudes. Female gender and recent bereavement exerted a negative influence. Students with higher levels of anxiety experienced more negative feelings and those recently bereaved were less enthusiastic about dissection. Anticipation of dissection may be worse than reality. Sensitive preparation of students prior to entering the dissecting room for the first time may be beneficial.  相似文献   

Student accounts of action learning on a DBA programme: learning inaction     

Roger Mendonça  Anthony Parker  Uwem Udo 《Action Learning: Research and Practice》2015,12(3):334-343

This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme.  相似文献   

The Nature of the Arguments for Creationism,Intelligent Design,and Evolution     

Ralph M. Barnes  Rebecca A. Church  Samuel Draznin-Nagy 《Science & Education》2017,26(1-2):27-47

Seventy-two Internet documents promoting creationism, intelligent design (I.D.), or evolution were selected for analysis. The primary goal of each of the 72 documents was to present arguments for creationism, I.D., or evolution. We first identified all arguments in these documents. Each argument was then coded in terms of both argument type (appeal to authority, appeal to empirical evidence, appeal to reason, etc.) and argument topic (age of earth, mechanism of descent with modification, etc.). We then provided a quantitative summary of each argument type and topic for each of the three positions. Three clear patterns were revealed by the data. First, websites promoting evolution were characterized by a narrow focus on appeals to empirical evidence, whereas websites promoting creationism and I.D. were quite heterogeneous in regards to argument type. Second, websites promoting evolution relied primarily on a small number of empirical examples (e.g., fossils, biogeography, homology, etc.), while websites promoting creationism and I.D. used a far greater range of arguments. Finally, websites promoting evolution were narrowly focused on the topic of descent with modification. In contrast, websites promoting creationism tackled a broad range of topics, while websites promoting I.D. were narrowly focused on the issue of the existence of God. The current study provides a quantitative summary of a systematic content analysis of argument type and topic across a large number of frequently accessed websites dealing with origins. The analysis we have used may prove fruitful in identifying and understanding argumentation trends in scientific writing and pseudo-scientific writing.  相似文献