Development of an informal learning opportunities assay     

Brian L. Gerber  Edmund A. Marek  Ann M. L. Cavallo 《International Journal of Science Education》2013,35(6):569-583

Learning that takes place outside the formal classroom, called informal learning, has been a difficult parameter to assess due to the heterogeneous nature of the subjects and everyday learning situations. To date, no instrument has been developed to effectively examine the wide variety of informal experiences a child may encounter. Central to this study was the development and field testing of such an instrument, the Informal Learning Opportunities Assay (ILOA). The ILOA was administered to a total of 2128 middle and high school students and was found to be ethnically neutral, easily scored, and flexible in design to accommodate practitioners and researchers. The instrument was found to provide a reliable assessment of informal learning opportunities.  相似文献   

In Defense of Mandated School Desegregation Plans     

Brian L. Fife 《Equity & Excellence in Education》2013,46(2-4):100-105

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A Reply to MacCabe     

Brian V. Street 《English in Education》1998,32(3):17-20

This short piece is written in response to a piece by Colin MacCabe in the last issue of English in Education in which he commented on an article that I had written in Vol. 31, No. 3.  相似文献   

Bruce W. Tuckman (1938–2016)     

Lauren Hensley  D'Arcy Oaks  Brian Janssen 《Journal of Experimental Education》2017,85(1):1-2

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Bernstein in the urban classroom: a case study     

Brian D. Barrett 《British Journal of Sociology of Education》2017,38(8):1258-1272

Despite a long-standing concern within the sociology of education for ameliorating educational inequality, the challenge of improving educational opportunities for disadvantaged students remains deeply entrenched. While ‘macro’ issues such as segregation and systemic inequalities in school funding and access to qualified teachers must be addressed as matters of social and educational justice, Basil Bernstein's novel focus on ‘relations within’ education as the site of pedagogic discourse offers teachers and those working inside school systems a particularly powerful vision for promoting more equitable outcomes for students. This paper examines this assertion through a case study of the ‘mixed’ pedagogical practice of a successful teacher in a fifth-grade urban classroom in the United States.  相似文献   

Patterns of and influences on elementary school attendance in early Victorian industrial Monmouthshire 1839–1865     

David C. James  Brian Davies 《History of education》2017,46(3):290-305

Issues associated with school absenteeism have attracted considerable attention and have long been one of the focal points of government strategies for school improvement. Pupil non-attendance is not a new phenomenon and featured prominently in Her Majesty’s Inspectors’ reports from 1839. This paper outlines the patterns of and influences on elementary education in early Victorian industrial Monmouthshire during the period 1839–1865. The twin problems of irregular attendance and early withdrawal of pupils are discussed together with the limitations and unreliability of contemporary statistics. An examination of the reasons for absence is then discussed together with the remedies proposed to alleviate the problem with particular reference to the contribution of the Prize Schemes. The paper illustrates the disadvantages of basing an educational system on voluntary endeavour and enlightened self-interest and highlights the paradox that, despite the introduction of mandatory attendance, the problem is still persistent and protracted and finding definitive solutions still remains elusive.  相似文献   

Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach     

Jeong-yoon Jang  Brian Hand 《Research in Science Education》2017,47(6):1213-1231

This study investigated the value of using a scaffolded critique framework to promote two different types of writing—argumentative writing and explanatory writing—with different purposes within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach. A quasi-experimental design with sixth and seventh grade students taught by two teachers was used. A total of 170 students participated in the study, with 87 in the control group (four classes) and 83 in the treatment group (four classes). All students used the SWH templates as an argumentative writing to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task as an explanatory writing at the end of each unit. All students’ writing samples were scored using analytical frameworks developed for the study. The results indicated that the treatment group performed significantly better on the explanatory writing task than the control group. In addition, the results of the partial correlation suggested that there is a very strong significantly positive relationship between the argumentative writing and the explanatory writing.  相似文献   

Analysis of academic administrators’ attitudes: annual evaluations and factors that improve teaching     

Brian D. Cherry  Nathan Grasse  Dale Kapla  Brad Hamel 《Journal of Higher Education Policy & Management》2017,39(3):296-306

This article examines academic administrators’ attitudes towards the academic evaluation process in the US and those factors that are utilised to improve teaching. We use path regressions to examine satisfaction with evaluation procedures, as well as the direct and indirect effects of these factors on perceptions of whether the evaluation process facilitates quality instruction. With increased pressure for accountability being placed on higher education, it is important to ensure that we are meeting both public and academic expectations. The evaluation process is an important tool to ensure the university’s goals and values are articulated and that academics can be successful in their individual career paths. The problem is most research finds flaws with the current method of evaluation, and academics and academic administrators are sceptical about the process and results. We find there are environmental factors that influence academic administrators’ perceptions of academic evaluations and the ability to improve classroom instruction.  相似文献   

Assisting College Students With Athletic Disengagement     

Jeffrey S. Van Lone  Michael Siembor  Brian J. Mistler  David J. Mapstone 《Journal of College Student Psychotherapy》2017,31(2):132-154

This article examines college student disengagement from sports, presents a multidimensional concept of athletic identity, and introduces a new measure intended to assist college counselors in their work with disengaged athletes. The Multidimensional Athletic Identity and Engagement Scale (MAIES) is introduced (Cronbach alpha .98, with subscale alphas between .78 and .96), and the results of exploratory and confirmatory factor analyses and convergent and divergent validity with 250 college student participants are presented. Using case examples, the authors discuss how counselors may use the MAIES in their work with students. Limitations of the study and suggestions for future research are discussed.  相似文献   

A small-gain theorem with applications to input/output systems, incremental stability, detectability, and interconnections     

Eduardo D. Sontag  Brian Ingalls 《Journal of The Franklin Institute》2002,339(2):211-229

A general input-to-state stability (ISS)-type small-gain result is presented. It specializes to a small-gain theorem for ISS operators, and it also recovers the classical statement for ISS systems in state-space form. In addition, we highlight applications to incrementally stable systems, detectable systems, and to interconnections of stable systems.  相似文献