An assessment of the impact of science experiences on the career choices of male and female biology students     

Jane Butler Kahle  Marsha Lakes Matyas  Hee-Hyung Cho 《科学教学研究杂志》1985,22(5):385-394

Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study.  相似文献   

REVIEW ESSAY     

Jan Winter 《Assessment in Education: Principles, Policy & Practice》1996,3(1):105-110

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Professional equity as reported by biology teachers     

Claudia B. Douglas  Marsha Lakes Matyas  Jane Butler Kahle 《科学教学研究杂志》1985,22(3):241-251

In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught “advanced” classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.  相似文献   

The GRoLTS-Checklist: Guidelines for Reporting on Latent Trajectory Studies     

Rens van de Schoot  Marit Sijbrandij  Sonja D. Winter  Sarah Depaoli  Jeroen K. Vermunt 《Structural equation modeling》2017,24(3):451-467

Estimating models within the mixture model framework, like latent growth mixture modeling (LGMM) or latent class growth analysis (LCGA), involves making various decisions throughout the estimation process. This has led to a wide variety in how results of latent trajectory analysis are reported. To overcome this issue, using a 4-round Delphi study, we developed Guidelines for Reporting on Latent Trajectory Studies (GRoLTS). The purpose of GRoLTS is to present criteria that should be included when reporting the results of latent trajectory analysis across research fields. We have gone through a systematic process to identify key components that, according to a panel of experts, are necessary when reporting results for trajectory studies. We applied GRoLTS to 38 papers where LGMM or LCGA was used to study trajectories of posttraumatic stress after a traumatic event.  相似文献   

Science education for rural Latino/a students: Course placement and success in science     

Keren Zuniga  Joanne K. Olson  Mary Winter 《科学教学研究杂志》2005,42(4):376-402

This study investigated the effects of one rural high school's science course placement practices on Latino/a student success in science, as measured by performance in a required science course and enrollment in subsequent science courses. The high school involved in this study has experienced a rapid increase in language minority students and placed students considered to be “limited English proficient” into a science course intended for those with learning disabilities. The results indicate that track placement was inappropriate, as Latino/a students with demonstrated success on standardized tests written in English, and with high grade point averages, were placed in the lower‐level science course. Students placed in the lower‐level science course, regardless of academic ability, were unlikely to take subsequent courses required for college admission despite the fact that most had college aspirations. Conversely, low‐achieving non‐Latino/a White students were disproportionately placed in upper‐level science classes, a track associated with greater success in science for all. Thus, despite this rural school's attempt to provide for the needs of all the students, the result in this case was decreased success in science for Latino/a students, regardless of their English fluency. Implications for inclusive rural science education are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 376–402, 2005  相似文献   

School Autonomy and the Role of the State: Some reflections on the current school educational system in Germany     

Klaus Winter 《欧洲师范教育杂志》2000,23(1):77-83

The changes within the educational system of a modern industrial state can only be seen against the background of national traditions and international trends. A topical example within the German context will be discussed in this paper. It focuses on the demand for more autonomy for the single school, whilst, at the same time, following pedagogical and political goals. More than a decade ago educationists started to look at the individual school as a unit with its own criteria of performance. They started to research the qualities of a 'good school' and gave innovative input to school development. A call for more autonomy on a school-based level was one of their main recommendations. Only latterly have educationists and teachers realised that this demand is in line with discussions amongst politicians on the same issue. Clearly, the latter have been linked to an all-European context in which educational policies are moving towards the autonomous school as an enterprise in the marketplace. The paper discusses the ongoing German argument. Les évolutions du système éducatif d'une nation moderne industrialisée dépendent à proportion égale du contexte de traditions nationales et de courants ayant une influence internationale. L'article suivant propose de discuter un exemple actuel: La revendication pédagogique et politique d'une plus grande autonomie pour chaque école prend pour l'éducation publique allemande des formes spécifiques dues aux conditions particulìeres du système national d'éducation allemand. Des essais dans la recherche des sciences de l'´ education ayant pour but de définir chaque école comme une unité d'action individuelle et comme une bonne école ont déclenché des impulsions innovatives dans le domaine de l'évolution scolaire. Le désir d'une plus grande autonomie pédagogique né des besoins individuels de chaque école s'est vu confronté à une discussion sur l'autonomie qui s'oriente à des buts de politique éducative. L'orientation au maché propageé par ce courant dans la politique de l'éducation est un point discuté au niveau international, qui a déclenché en République Fédérale Allemande une discussion houleuse. Los cambios de un sistema educativo en un pís industrial se deben entender en el contexto de las tradiciones nacionales y al mismo tiempo de las influencias de tendencias internacionales. En este artículo el autor discute un ejemplo actual: La exigencia pedagógica y de la política para ortogar más autonomía a cada una de las escuelas tiene aspectos específicos en el marco del sistema educativo alemán. Partiendo de experimentos pedagógicos que entendían cada escuela como una unidad de acción, y que caracterizaban así una "buena escuela" se iniciaron impulsos innovadores para el desarrollo de la escuela, Los esfuerzos basados en objetivos pedagógicos para una mayor autonomía de cada escuela se vieron enfrentados a una discusión sobre la ampliacíon de la autonomía con objetivos políticos, y una marcada orientación de la escuela como empresa en el mercado. Esta discusión ha llevado a una fuerte controversia en la República Federal de Alemania. Veränderungen im Bildungssystem eines modernen Industriestaates stehen gleichermaßen im Kontext nationaler Traditionen wie im Einflussbereich international wirksamer Trends. Ein aktuelles Beispiel wird in diesem Artikel diskutiert: die pädagogische und bildungspolitische Forderung nach mehr Autonomie für die einzelne Schule erfährt unter den spezifischen Bedingungen des deutschen Bildungswesens eine spezifische Ausformung. Ausgehend von erziehungswissenschaftlichen Versuchen, die einzelne Schule als Handlungseinheit zu definieren und eine gute Schule zu charakterisieren, wurden innovative Impulse zur Schulentwicklung ausgelöst. Die aus den Bedürfnissen der einzelnen Schulen hervorgehenden Bestrebungen nach mehr Autonomie im pädagogischen Sektor trafen jedoch auf eine Autonomiediskussion, die von (bildungs-) politischen Zielsetzungen getragen wird. Die von dieser Seite propagierte Marktorientierung der öffentlichen Erziehung ist ein international diskutierter Ansatz, der in der Bundesrepublik Deutschland eine heftige Kontroverse ausgelöst hat.  相似文献   

Die systematische Verknüpfung universitärer Lehre und Forschung mit der Schulpraxis — ein Modellversuch an der Universität Oldenburg     

K. Winter  D. Spindler 《欧洲师范教育杂志》1988,11(1):21-30

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On the neuropsychology of metamemory: Contributions from the study of amnesia and dementia     

Alfred W. Kaszniak  Marsha G. Zak 《Learning and individual differences》1996,8(4):355-381

Neurologic syndromes in which there is impaired deficit-awareness (termed “anosognosia”) provide useful observations for understanding the nature of metacognition and its neurobiologic correlates. Anosognosia can occur in various disorders, including stroke, head injury, particular amnesic syndromes, and various dementing illnesses (e.g., Alzheimer's disease). Research on anosognosia for memory impairment is important both for its clinical implications and for its contributions toward understanding the neural correlates of, and processes by which, persons are aware of, monitor, and develop beliefs about their own memory functioning (i.e., metamemory). Following a brief introduction to anosognosia, a review is provided of research on awareness of memory deficit in persons with neurologic amnesia or dementia syndromes. Particular emphasis is placed upon the examination of how different experimental methods shed light on specific questions about metamemory impairment.  相似文献   

The Association Between Adverse Childhood Experiences and Child Telomere Length: Examining Self-Regulation as a Behavioral Mediator     

David W. Sosnowski  Wendy Kliewer  Cecelia R. Valrie  Marcia A. Winter  Zewelanji Serpell  Ananda B. Amstadter 《Child development》2021,92(2):746-759

Childhood adversity is linked to shortened telomere length (TL), but behavioral indicators of telomere attrition remain unclear. This study examined the association between adverse childhood experiences (ACEs) and child TL, and if ACEs were indirectly associated with TL through children’s self-regulatory abilities (i.e., effortful control and self-control). Hypotheses were tested using national data from teachers, parents, and their children (N = 2,527; M_age = 9.35, SD = .36 years). More ACEs were uniquely associated with short TL, and low self-control mediated the association between more ACEs and short TL. While longitudinal studies are needed to strengthen claims of causation, this study identifies a pathway from ACEs to TL that should be explored further.  相似文献   

The role of teacher instructional practices in student collaboration     

Noreen M. Webb  Megan L. Franke  Marsha Ing  Angela Chan  Tondra De  Deanna Freund  Dan Battey 《Contemporary educational psychology》2008

Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement.  相似文献